The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

  • Leila Najeh Bel’Kiry Sfax University (Tunisia, North Africa)


The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety.

This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment.

Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.


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How to Cite
Najeh Bel’Kiry, L. (2021). The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety. Psycholinguistics in a Modern World, 16, 23-31.